The present work includes a discussion about the Kantian ideal of progress and its repercussions in the construction of a cosmopolitan education, by virtue of weighing its validity and the challenges it faces in contemporary times. The manuscript analyzes the Kantian postulates about progress to clarify the guidelines of a cosmopolitan education. The document is structured thanks to the bibliographic study and the consequent systematic review of an exploratory type and the help of the hermeneutical method. The approach to the (...) subject begins with the analysis of the enlightened ideals of a cosmopolitan, universal, humanizing education project aimed at fulfilling the ultimate purposes of reason, as the preferred path for human improvement and social progress. At the end of this work, the incompatibility between that ideal of Kantian cosmopolitan education, which promised freedom and self-control, and the current system that promotes an idea of ​​progress far from these principles is made evident. (shrink)

We start from an understanding of the human person as a communicative and symbolic reality. We emphasise the more subjective aspect of education, as showing the best of the person (educere) by creatively appropriating the treasures of history (educare). With these premises, we approach narratives that are surprising for the heterodoxy (resistance) they manifest, with respect to the social reality in which they were written, in the 1st century, in which they were written. In this approach it becomes evident that (...) the interruption of the silence of women, which appears in these narratives, shows the radical value of the human personal reality, opening an egalitarian educational space. (shrink)

En los relatos de María, la madre de Jesús, encontramos un modelo de la realidad personal humana en el dinamismo de su realización como un continuo estar-dando-de-sí que muestra su desbordamiento como realidad educanda, realidad abierta. En otros relatos se muestra a mujeres como testigos del encuentro con Jesús después de su muerte, un testimonio que es recibido por el grupo de Jesús y corroborado por los varones de la comunidad para hacerlo llegar más allá de sus fronteras. En el (...) testimonio recibido y la acción compartida se muestran los cimientos de una sociedad que se construye en igualdad. (shrink)

This essay present shortly the differential character of the concepts of knowledge, epistemology and paradigm has in the development of the degree work or thesis. It begins with the discussion of these concepts, and then establishes the relation between those and the degree work.

A partir do século XN, devido em grande parte à influência de Guilherme de Ockam e à divulgação de seu pensamento, o Nominalismo torna-se corrente dominante ao se tratar do problema dos universais. No presente trabalho examina-se como a questão é colocada na obra de Francisco Suárez.

O texto comenta a discussão de Ch. H. Kahn sobre· a vontade na Antiguidade Tardia O comentário a Kahn é base para colocar em questão a relação entre o pensamento grego e a tradição Judaico-cristã. É discutida em particular a função da doutrina da graça e sua complexa relação com a herança greco-romana.

Suárez, talvez o principal expoente da Escolástica do século XVI, em suas Disputationes metaphysicae, trabalha, entre outros temas, o do conceito objetivo. Atendo-se principalmente à disputação 2, secção n• 1, procura-se mostrar a fecundidade de tal noção, desenvolvendo, para tanto, os temas: o conceito formal enquanto ato mental e enquanto imago, a doutrina da denominação extrínseca: a denominação extrínseca e os entia rationis, a denominação extrínseca e os possíveis.

O discurso sobre o ser em Tomás deAquino é algo que deixa mais ansiosos og mo-demos que o próprio Tomás. A panir destaconstatação abrem-se as portas para uma leituracritica da história da filosofia e da própria filosofia— não só a medieval -, procurando situá-las emseu ambiente socicantropológico.

As Disputationes Metaphysicae de Suárez constituem a maior tentativa de expor sistematicamente a Metafísica. Suárez, por problemas teológicos, admite uma separação entre a substância material e o acidente de quantidade. Para tanto, analisa a fundo as noções de matéria primeira e de forma substancial.

In the last decade, the migrant population in Chile has substantially increased, where the rates have not only increased in the adult population, but also among children and adolescents, creating a potential for social and cultural development in the educational system. The present work analyzes the relationship between self-concept, self-efficacy, and subjective well-being in native and migrant adolescents in Santiago de Chile. The sample consisted of 406 students, 56.65% women, with an age range that fluctuated between 12 and 16 years, (...) with an average of 13.36 years. Student’s t-tests were used to compare the average of the constructs evaluated between natives/migrants and boys/girls participants. Subsequently, two multivariate models of simple mediation were constructed, one for natives and another for migrants, which assumed subjective well-being as a dependent variable, academic self-concept as an independent variable and the general self-efficacy as a mediating variable. In both models, gender was considered as a control variable. Results show that migrant students present higher levels of academic self-concept and general self-efficacy than native students. There are no differences with regard to well-being. In the case of gender, differences are observed only for the case of general self-efficacy, where boys present higher levels. On the other hand, a partial mediation is observed for the model of native students and a total mediation for the model of migrant students. The study yielded interesting results regarding the differences in the evaluation of the constructs of self-concept, self-efficacy, and subjective well-being in both groups. Such data can be used as inputs for the development of public policies for adolescents. (shrink)

Confucian ethics play a pivotal role in guiding Chinese thinking and behaviour. Aesthetic leadership is emerging as a promising paradigm in leadership studies. This study investigates the practice of aesthetic leadership in Chinese organizations on the basis of Chinese philosophical foundations. We adopt a process perspective to access the aesthetic constellation of meanings present in the Chinese understanding of leadership, linking normative Confucian values to a pragmatic value rational world view, that rests on an ontology of vaguely defined norms that (...) are malleable to different cultural contexts. Value rational pragmatism is explored in order to develop a deeper understanding of normative aesthetic leadership in China and to contrast it to instrumental aesthetic leadership. We empirically demonstrate the contextual specificity of aesthetic leadership in eight Chinese private- and state-owned enterprises (POEs and SOEs) through qualitative case studies. The findings provide a deeper insight into Chinese aesthetic leadership by proposing a dynamic leadership approach, from both ethical and instrumental perspectives, in the Chinese context. (shrink)

RESUMEN El artículo responde algunas críticas planteadas por Ignacio Ávila a mi interpretación de la epistemología davidsoniana. Presento argumentos en contra de: a) que sea necesario distinguir entre representaciones epistemológicamente “peligrosas”e “inofensivas”; b) que el empirismo mínimo sea un tipo de realismo directo; c) que mi uso de la expresión “evidencia distal” y el interés por la teoría de la correspondencia sean asuntos ajenos a Davidson. Finalmente, sostengo que la triangulación es un elemento fundamental de la epistemología davidsoniana, pues permite (...) sortear la ansiedad realista manteniéndose en una postura no representacionalista. ABSTRACT In this article, I respond to some of Ignacio Ávila's criticisms of my interpretation of Davidson’s epistemology. I argue against: a) the need to distinguish between epistemologically “dangerous” and “harmless” representations; b) the idea that minimal empiricism is a kind of direct realism; and c) the claim that my usage of the expression “distal evidence” and interest in the theory of correspondence are issues that do not pertain to Davidson. Finally, I claim that triangulation is a key element in Davidsonian epistemology since it allows us to deal with the realist anxiety while maintaining a non-representationalist viewpoint. (shrink)

O presente texto versa sobre as utilizações políticas que a conversão dos grupos indígenas suscitou na fronteira amazônica. A fronteira a que aludimos aqui diz respeito aos rios Marañon, Solimões e Negro, onde os limites das colônias europeias se encontravam. Se por um lado havia o caráter espiritual, em reduzir os indígenas a fé católica, por outro, as conversões foram amplamente utilizadas pelos estados ibéricos para garantir sua zona de influência, além de garantir a supremacia econômica no vale amazônico. E (...) além dos ibéricos, a conversão foi uma política na qual os indígenas se aproveitaram para tirar vantagens da condição de “vassalo do rei”, que o fato de se tornar católico expressava. Desse modo, o presente trabalho dialoga com os estudos de fronteira, sobretudo, com a noção de Missão como instituição de fronteira, além do Protagonismo Indígena, em demonstrar a perspectiva dos grupos nativos, frente ao processo de conversão. (shrink)

Multi-stakeholder initiatives have become a vital part of the organizational landscape for corporate social responsibility. Recent debates have explored whether these initiatives represent opportunities for the “democratization” of transnational corporations, facilitating civic participation in the extension of corporate responsibility, or whether they constitute new arenas for the expansion of corporate influence and the private capture of regulatory power. In this article, we explore the political dynamics of these new governance initiatives by presenting an in-depth case study of an organization often (...) heralded as a model MSI: the Forest Stewardship Council. An effort to address global deforestation in the wake of failed efforts to agree a multilateral convention on forests at the Rio Summit in 1992, the FSC was launched in 1993 as a non-state regulatory experiment: a transnational MSI, administering a global eco-labeling scheme for timber and forest products. We trace the scheme’s evolution over the past two decades, showing that while the FSC has successfully facilitated multi-sectoral determination of new standards for forestry, it has nevertheless failed to transform commercial forestry practices or stem the tide of tropical deforestation. Applying a neo-Gramscian analysis to the organizational evolution of the FSC, we examine how broader market forces and resource imbalances between non-governmental and market actors can serve to limit the effectiveness of MSIs in the current neo-liberal environment. This presents dilemmas for NGOs which can lead to their defection, ultimately undermining the organizational legitimacy of MSIs. (shrink)

The objective of this work is to establish a relationship between the cutting time in rocks, determining a speed and the point load strength index test, Is, to characterize the rock in terms of resistance and avoid sending samples to laboratories. As a first stage, on andesite samples, 5 x 5 x 10 cm test tubes were made. After the elaboration they were subjected to cutting, using an electric floor cutter and the time was evaluated. This cut was made in (...) a transversal way and two parts were obtained, one of them with dimensions 5 x 5 x 5 cm, approximately. In a third stage, the point load strength test was carried out in a press built for this purpose. Finally, the cutting speeds were correlated with the point load test values and only when rock samples do not pigeonhole on the proposed relationship, send them to the laboratory. Keywords: Mining fortification, uniaxial compressive strength, rock cutting, point load strength test index. References [1]P. Feijoo, R. Aucay, D. Ordoñez, "Aplicación del esclerómetro para la determinación de resistencia a compresión de rocas", presentado en el IV Congreso Internacional de Minería y Metalúrgia, Varadero, Cuba, 2018. [2]P. Feijoo y M. Román, «Correlación entre la Deformación y la Resistencia a la Compresión de rocas», uct, vol. 23, n.º 91, p. 6, may. 2019. [3]P. Feijoo, A. Bravo, N. Escandón, "Aplicación “UDAFORMIN” para la determinación del tipo de fortificación minera", presentado en el XII Congreso Iberoamericano de Computación para el Desarrollo, San Salvador, El Salvador, 2019. [4]P. Feijoo y C. Iñiguez, «Corte en las Rocas y su Relación con la Resistencia a Comprensión Simple», RISTI, n.º E 30, p. 59-67, jun. 2020. [5]P. Feijoo y J. Padrón, «La Resistividad de Rocas y su Relación con la Resistencia a Comprensión Simple en Mina», UCT, vol. 24, n.º 99, pp. 61-67, abr. 2020. [6]M. González. El terreno. Ediciones UPC. Barcelona. España, 2001. [7]E. Besoain. Mineralogía de Suelos. Turrialba: Instituto Interamericano de Ciencias Agrícolas de la OEA, 1970. [8]P. Feijoo, A. Flores, B. Feijoo, "The Concept of the Granulometric Area and Its Relation with the Resistance to the Simple Compression of Rocks", presentado en la 7th International Engineering, Sciences and Technology Conference, Panamá, Panamá, 2019, pp. 52-56, doi: 10.1109/IESTEC46403.2019.00018. [9]F. Blyth. Geología para Ingenieros. Cecsa. México D. F. México, 2003. [10] E. Tarbuck & F. Lutgens. Ciencias de la Tierra: Una introducción a la Geología Física. Pearson. Madrid. España, 2005. [11]L. Suarez del Rio, A. Rodríguez, L. Calleja, V. Ruiz de Argandoña, «El corte de rocas ornamentales con discos diamantados: influencia de los factores propios del sistema de corte», CSIC, vol. 48, n.º 250, pp. 53-59, abr-mayjun 1998. [12]Universidad Politécnica de Madrid. Explotaciones de Roca Ornamental. Diseño de explotaciones y selección de maquinaria y equipos. UPM. Madrid. España, 2007. [13]Catalog, Covington,. LAPIDARY & GLASS MACHINERY, USA. Retrieved from https://covington-engineering.com/content/pdf/Covington-Catalog.pdf. [14]D. Burbano, T. García, «Estimación empírica de la resistencia a compresión simple a partir del ensayo de carga puntual en rocas anisótropas », FIGEMPA, vol.1, n.º 2, pp. 13-16, dic. 2016. [15]P. Ramírez, L. de la Cuadra, R. Lain, E. Grigalbo. Mecánica de rocas aplicada a la minería metálica subterránea. Instituto Geológico Minero. Madrid. España, 1984. [16]P. Cordero, "Manual de prácticas de laboratorio de Mecánica de Rocas " tesis, Universidad Nacional Autónoma de México, México D.F., México, 2019. [17]L. González de Vallejo, M. Ferrer. Manual de campo para la descripción y caracterización de macizos rocosos en afloramientos. Instituto Geológico y Minero de España. Madrid. España, 2007. [18]P. Pohjanpera, T. Wanne, E., Johansson. Point Load Test Results From Olkiluoto Area Borehole Cores. Posiva. Finlandia, 2005. [19]P. Ramírez, L. Alejano. Mecánica de rocas: fundamentos e ingeniería de taludes. Universidad Politécnica de Madrid. Madrid. España, 2004. [20]M. Navarrete, W. Martínez, E. Alonso, C. Lara, A. Bedolla, H. Chávez, D. Delgado, J. Arteaga. «Caracterización de propiedades físico-mecánicas de rocas ígneas utilizadas en obras de infraestructura», ALCONPANT, vol. 3, n.º 2, pp. 133-143, ago. 2013. [21]P. Feijoo, "Manual de mecánica de rocas y estabilidad de túneles y taludes" tesis, Universidad del Azuay, Cuenca, Ecuador, 1997. (shrink)

A autoria da obra analisada pertence ao professor, ensaísta e filósofo francêsOllivierPourriol, cujas temáticas dos seus projetos circundam a relação entre filosofia e cinema. Antes desta obra, Pourriol já havia publicado “Cinefilô: as mais belas questões da filosofia no cinema” e “On-off comédie”.

Current work in language models (LMs) helps us speed up or even skip thinking by accelerating and automating cognitive work. But can LMs help us with critical thinking -- thinking in deeper, more reflective ways which challenge assumptions, clarify ideas, and engineer new concepts? We treat philosophy as a case study in critical thinking, and interview 21 professional philosophers about how they engage in critical thinking and on their experiences with LMs. We find that philosophers do not find LMs to (...) be useful because they lack a sense of selfhood (memory, beliefs, consistency) and initiative (curiosity, proactivity). We propose the selfhood-initiative model for critical thinking tools to characterize this gap. Using the model, we formulate three roles LMs could play as critical thinking tools: the Interlocutor, the Monitor, and the Respondent. We hope that our work inspires LM researchers to further develop LMs as critical thinking tools and philosophers and other 'critical thinkers' to imagine intellectually substantive uses of LMs. (shrink)

Some naturalistic philosophers of mind subscribing to the predictive processing theory of mind have adopted a realist attitude towards the results of Bayesian cognitive science. In this paper, we argue that this realist attitude is unwarranted. The Bayesian research program in cognitive science does not possess special epistemic virtues over alternative approaches for explaining mental phenomena involving uncertainty. In particular, the Bayesian approach is not simpler, more unifying, or more rational than alternatives. It is also contentious that the Bayesian approach (...) is overall better supported by the empirical evidence. So, to develop philosophical theories of mind on the basis of a realist interpretation of results from Bayesian cognitive science is unwarranted. Naturalistic philosophers of mind should instead adopt an anti-realist attitude towards these results and remain agnostic as to whether Bayesian models are true. For continuing on with an exclusive focus and praise of Bayes within debates about the predictive processing theory will impede progress in philosophical understanding of scientific practice in computational cognitive science as well as of the architecture of the mind. (shrink)

This reconsideration of Hume’s classic essay “Of Miracles” via the lens of American pragmatist ways of thinking about history and power shifts our attention from Hume’s epistemic concerns about the legitimacy of witnesses and testimony to his distaste for sacred history, his critical stance regarding the social force of revelation, and his disdain for religious authority. To view Hume’s essay both as an articulation of a critical philosophy of history and as an exercise in moral dynamism (social power or, authority, (...) is a result of epistemic transactions), is to intervene in both Hume studies and Contemporary Pragmatism. (shrink)

Under the lig ht of Being and Nothingness’s the o re t ical body – Sartre’s master piece –, it is intended to discuss the essential source of human reality as “n i h i l a t i o n” and ontological lack, as well as manifestations and cons e q u e nces from this primordial human passion to be transformed to coagulated transcendence, to be transformed in Being In-itself-For-itself: to be consciousness and, at the same t i (...) me, to be a complete and finished Being, with infinite de nsity and witho u t fissures. (shrink)

An examination of David Hume's philosophy of religion that situates his conception "true religion" within the context of his overall science of human nature, his rejection of popular religion, and his Ciceronian influence"--Provided by publisher.

Service learning is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, (...) and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems. (shrink)

Drawing on recent findings, this study examines whether valence concordant electromyography (EMG) responses can be explained as an unconditional effect of mere stimulus processing or as somatosensory simulation driven by task-dependent processing strategies. While facial EMG over the Corrugator supercilii and the Zygomaticus major was measured, each participant performed two tasks with pictures of album covers. One task was an affective evaluation task and the other was to attribute the album covers to one of five decades. The Embodied Emotion Account (...) predicts that valence concordant EMG is more likely to occur if the task necessitates a somatosensory simulation of the evaluative meaning of stimuli. Results support this prediction with regard to Corrugator supercilii in that valence concordant EMG activity was only present in the affective evaluation task but not in the non-evaluative task. Results for the Zygomaticus major were ambiguous. Our findings are in line with the view that EMG activity is an embodied part of the evaluation process and not a mere physical outcome. (shrink)

Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relationships (IRs). It requires optimally functioning cognitive processes [attention, working memory (WM), episodic/autobiographical memory (AM), inhibition, flexibility, among others], emotional processes (physical contact, motivation, and empathy), processes surrounding ethical, intimacy, and identity issues, and other psychological processes (self-knowledge, integration, and the capacity for agency). Without intending to be reductionist, we believe that these aspects are essential for optimally engaging in IRs and for the personal constitution. While they are all integrated (...) into our daily life, in research and academic work, it is hard to see how they are integrated. Thus, we need better theoretical frameworks for studying them. That study and integration thereof are undertaken differently depending on different views of what it means to live as a human being. We rely on neuroscientific data to support the chosen theory to offer knowledge to understand human beings and interpersonal relational growth. We should of course note that to describe what makes up the uniqueness of being, acting, and growing as a human person involves something much more profound which requires too, a methodology that opens the way for a theory of the person that responds to the concerns of philosophy and philosophical anthropology from many disciplines and methods (Orón Semper, 2015;Polo, 2015), but this is outside the scope of this study. With these in mind, this article aims to introduce a new explanatory framework, called the Interprocessual-self (IPS), for the neuroscientific findings that allow for a holistic consideration of the previously mentioned processes. Contributing to the knowledge of personal growth and avoiding a reductionist view, we first offer a general description of the research that supports the interrelation between personal virtue in IRs and relevant cognitive, emotional, and ethic-moral processes. This reveals how relationships allow people to relate ethically and grow as persons. We include conceptualizations and descriptions of their neural bases. Secondly, with the IPS model, we explore neuroscientific findings regarding self-knowledge, integration, and agency, all psychological processes that stimulate inner exploration of the self concerning the other. We find that these fundamental conditions can be understood from IPS theory. Finally, we explore situations that involve the integration of two levels, namely the interpersonal one and the social contexts of relationships. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.2 (2004) 120-124 [Access article in PDF] Pictures & Tears. a History of People Who Have Cried in Front of Paintings, by James Elkins. London: Routledge, 2001, xiii + 272pp., $26. In "Tears, Idle Tears" from The Princess, Alfred, Lord Tennyson wonders at the tears forming in his eyes as he gazes out across the fields one fall day. The idyllic countryside, far from (...) providing solace, triggers within him a debilitating sadness, an all-encompassing melancholia, manifested by the tears originating from a deep despair; the autumn fields remind Tennyson's narrative persona of all the days that have passed by him.If Tennyson's eyes had fallen not on autumn fields but on a painting of them then the opening lines to "Tears, Idle Tears" might have served as the perfect epigraphic frame to James Elkins's important study of the tears we do and do not shed when looking at art.One of several recent books by the increasingly influential professor at Chicago's School of the Art Institute, Pictures & Tears probes that aspect of our consciousness that has the capacity [End Page 120] to move us to tears when looking at paintings.Shedding tears in front of paintings? Within contemporary culture it seems rather unlikely for someone to respond to a painting by fighting off, or giving in, to tears. Reactions to paintings in previous periods and societies were wholly different from ours, Elkins argues. Paintings not only incited the passions but were blamed for the onset of numerous, serious medical conditions. Though rare today, cases continue to be reported. The Italian psychiatrist Graziella Magherini even coined a term for it in 1989, "Stendhal syndrome," referring to the novelist whose viewing of art in Florence was accompanied by the onset of a form of nervous exhaustion.While the subtitle of Elkins's book suggests a history of crying in front of pictures, leading us to the nearly tearless present, and thus, presumably, to answers about why we no longer cry in front of paintings, A History of People Who Have Cried in Front of Paintings is somewhat misleading. In the truest sense Pictures & Tears is neither a history of crying in front of pictures nor individual histories of those who have. The book does not follow a linear historical narrative of the tears that pictures have evoked over the centuries. Rather, Elkins's chapters constitute a tableau, the accumulation of fragments, with alternating chapters exploring, first, a particular work of art and the tears it has evoked and, second, ruminations on why that might be the case.At the heart of Elkins's argument is a concern over why we no longer seem willing, or indeed able, to have emotional responses to paintings. Besides the occasional grand response to works of art, particularly those vested withsignificant religious meaning, few admit to intimate connections with paintings. Elkins wants to know why.To answer these questions, Elkins turned to colleagues as well as to people he had never met. His research for the book included letters to fellow scholars and peers, and open calls in newspapers and journals, requesting stories from anyone moved to tears on encountering a painting. He received more than four hundred responses, many of which are included in a substantial appendix. The responses themselves make for an intriguing read and from them Elkins builds a two-pronged argument: we now live in an age that is marked by "stoic intellectualism" (p. 163), yet we still have the capacity to feel an intimate connection to paintings. Art in recent years has demanded greater intellectual engagement, lessintimate involvement. There may be exhibitions that fuel fear, distrust, anger, or rage but these are alienating to the works themselves, although these feelings can certainly be as intense as the more intimate connection that Elkins equates with falling in love.What is it about viewing paintings, as opposed to film or theater, he asks, which prevents full emotional expression? Is it the accoutrements used to view gallery paintings — the exhibition catalogs... (shrink)

Concern about the integrity of empirical research has arisen in recent years in the light of studies showing the vast majority of publications in academic journals report positive results, many of these results are false and cannot be replicated, and many positive results are the product of data dredging and the application of flexible data analysis practices coupled with selective reporting. While a number of potential solutions have been proposed, the effects of these are poorly understood and empirical evaluation of (...) each would take many years. We propose that methods from the systems sciences be used to assess the effects, both positive and negative, of proposed solutions to the problem of declining research integrity such as study registration, Registered Reports, and open access to methods and data. In order to illustrate the potential application of systems science methods to the study of research integrity, we describe three broad types of models: one built on the characteristics of specific academic disciplines; one a diffusion of research norms model conceptualizing researchers as susceptible, “infected” and recovered; and one conceptualizing publications as a product produced by an industry comprised of academics who respond to incentives and disincentives. (shrink)

Lorenz proposed in his (1935) articulation of a theory of behavioral instincts that the objective of ethology is to distinguish behaviors that are “innate” from behaviors that are “learned” (or “acquired”). Lorenz’s motive was to open the investigation of certain “adaptive” behaviors to evolutionary theorizing. Accordingly, since innate behaviors are “genetic”, they are open to such investigation. By Lorenz’s light an innate/acquired or learned dichotomy rested on a familiar Darwinian distinction between genes and environments. Ever since Lorenz, ascriptions of innateness (...) have become widespread in the cognitive, behavioral, and biological sciences. The trend continues despite decades of strong arguments that show, in particular, the dichotomy that Lorenz invoked in his theory of behavioral instincts is literally false: no biological trait is the product of genes alone. Some critics suggest that the failure of Lorenz’s account shows that innateness is not well-defined in biology and the practice of ascribing innateness to various biological traits should be dropped from respectable science. Elsewhere (Ariew 1996) I argued that despite the arguments of critics, there really is a biological phenomenon underlying the concept of innateness. On my view, innateness is best understood in terms of C.H. Waddington’s concept of “canalization”, i.e. the degree to which a trait is innate is the degree to which its developmental outcome is canalized. The degree to which a developmental outcome is canalized is the degree to which the developmental process is bound to produce a particular endstate despite environmental fluctuations both in the development’s initial state and during the course of development. The canalization account differs in many ways to the traditional ways that ethologists such as Konrad Lorenz originally understood the concept of innateness. Most importantly, on the canalization account the distinction between innate and acquired is not a dichotomy, as Konrad Lorenz had it, but rather a matter of degree difference that lies along a spectrum with highly canalized development outcomes on the one end and highly environmentally sensitive development outcomes on the other end. Nevertheless, I justified the canalization account on the basis of a set of desiderata or criteria that I suggested falls-out of what seemed uncontroversial about Lorenz’s account of innateness (briefly): innateness is a property of a developing individual, innateness denotes environmental stability, and innate-ascriptions are useful in certain natural selection explanations (more below). From that same set of desiderata I argued (in my 1996) that neither the concept of heritability nor of norms of reactions—two concepts from population genetics—suffice to ground innateness. In this essay, I wish to provide further support of the canalization account in two ways. First, I wish to better motivate the desiderata by revisiting a debate between Konrad Lorenz and Daniel Lehrman over the meaning and explanatory usefulness of innate ascriptions in ethology. Second, I wish to compare my canalization account of innateness with accounts proposed by contemporary philosophers, one by Stephen Stich (1975), another by Elliott Sober (forthcoming), and a third by William Wimsatt (1986). (shrink)